Transforming K-12 assessment: Integrating accountability testing, formative assessment and professional support

Abstract

In this chapter, we ask whether advances in cognitive science, psychometrics and technology can transform the accountability paradigm that is currently in place in the United States. Of course, asking this question implies that there are problems with the present enactment of what is known as the No Child Left Behind Act, a system that requires each state regularly to test students in specified grades and subject areas against a state-imposed proficiency standard. We begin the chapter by first describing some of the forces that have led to the heightened emphasis on testing, and then articulate some of the fundamental problems with the system as currently implemented. © 2009 Springer Netherlands.